A Repeat Look at Repeating Patterns

Autor/in	Markworth, Kimberly A.
Titel	A Repeat Look at Repeating Patterns
Quelle	In: Teaching Children Mathematics, 23 (2016) 1, S.22-29 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1073-5836
Schlagwörter	Kindergarten; Grade 1; Grade 2; Mathematics Teachers; Mathematical Concepts; Common Core State Standards; Mathematics Instruction; Elementary School Mathematics; Numbers; Grade 3; Grade 4; Grade 5; Elementary School Teachers; Washington + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Common core curriculum; Curriculum; Kerncurriculum; Mathematics lessons; Mathematikunterricht; Elementare Mathematik; Schulmathematik; Zahlenraum; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Elementary school; Grundschule; Volksschule
Abstract	A "repeating pattern" is a cyclical repetition of an identifiable core. Children in the primary grades usually begin pattern work with fairly simple patterns, such as AB, ABC, or ABB patterns. The unique letters represent unique elements, whereas the sequence of letters represents the core that is repeated. Based on color, shape, orientation, and other variables, the elements within a repeating pattern can be unique. Repeating patterns can also comprise motions or sounds (e.g., Moo, Quack, Quack, Moo, Quack, Quack . . .). Although not included specifically in the Common Core State Standards for Mathematics (CCSSM) (CCSSI 2010) content standards in K-grade 2, the use of patterns should not be excluded. Confrey and her colleagues (2012) have identified "bridging standards" those absent from CCSSM, nevertheless important mathematical concepts that link previous learning to CCSSM content standards or identify content that is crucial to later content standards in grades 3-5 that explicitly link to other types of patterns. Although the primary grades are already rigorous and full, a strong rationale exists for why all students would benefit from appropriate attention to repeating patterns. In this article Kimberly Markworth highlights some of the mathematical connections that early work with repeating patterns affords. (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: NCTM@nctm.org; Web site: http://www.nctm.org/publications/teaching-children-mathematics/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01